Harmony-10/28/13-11/08/13

Harmony

Lesson Objective:SWBAT: Create and perform harmony in a song. SWBAT: Experience harmony by learning and performing partner songs. SWBAT: Identify and perform harmony through a canon. SWBAT: Explain and describe the difference between a round and a canon. SWBAT: Differentiate and explain between songs that contain melody with countermelody, partner songs, and rounds.

Essential Skills to be mastered: Students will be able to differentiate between songs that use different types of harmony. Students will perform harmony by using melody with countermelody, partner songs, and rounds. Students will be able to explain the differences and similarities between these types of harmony.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day 1: Read text on pg. 34 and define harmony. Listen to "Top of the World" and focus on melody and countermelody. Have students raise their hand when harmony occurs in the song. Discuss the term unison and define. Day 2: Listen to "Down the Ohio" and Vive L'Amour. Discuss Are the same chords used at the same time in both songs? During the verses? Discuss verse and refrain. Locate in the music. Could a refrain from a different song, C, that could be played with A, also be played with B? Discuss other possible partner songs such as "My Home is in Montana" and "On Top of Old Smoky" from the 5th grade book.  Day 3: Read the text on pg. 38 and define canon. Listen to "Catch a Falling Star" and develop conversations about how the canon begins, ends, and when groups enter. Listen to an instrumental example (Symphony No. 1 in D Major-Gustav Mahler) of a canon. Have them listen for a famous tune and discuss imitation. Day 4: Read the text on page 40 and define a round. Determine the difference between a round and a canon. Listen to a three-part round "Yibane Amenu" and perform. Listen and perform a five-part round "Sing to the Lord" and focus on dividing into groups and keeping part independence. What are the challenges of singing so many parts? What is easy about singing a round? Review songs that contain Melody with Countermelody, Partner Songs, and a Round. Day 5: Listening Assessment: What do you Hear? Number 3

Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluation, Comprehension

Written Assessment:

In a paragraph explain the difference between harmony and unison. Provide two examples either from class or a song that you know and can describe. Pretend you are writing to someone who has never heard of these two concepts.

In a paragraph describe at least three ways to create harmony using examples from class such as a round, melody with countermelody, and partner songs. Pretend that you are explaining this concept to someone who has never heard of harmony before.

Grand Staff-10/14/13-10/25/13

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help identify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

Harmony 10/01/13-10/11/13

9/16/13-9/30/13-Vocal Tone Color

Vocal Tone Color

Lesson Objectives: SWBAT identify and classify vocal range. SWBAT define and describe tone color of their voice and others. SWBAT describe the relationship between style and vocal tone color. SWBAT recognize and compare/contrast different media in music. SWBAT describe the relationship between a work of art and its medium.

 Essential Skills to be Mastered: Students will be able to identify and describe tone color of voices. Students will be able to describe relationships that occur between styles of music and vocal tone color. Students will be able to compare and contrast different types of media in music and visual arts. Students will be able to recognize the effect that mood has on the tone color of the voice.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day1: Round the room activity: Students will say the same phrase and we will determine who has the low, medium, or high sound. Read the text on pg. 42  and discuss tone color and range. Listen to the song "Little Wheel A Turnin" and listen for soprano, alto, tenor, and baritone voices. Day 2: Brainstorm verbal descriptors of various voice qualities such as bright, nasal, and raspy. Read the text on the top of pg. 43 and discuss mood. How are mood and tone color related? Read the first phrase aloud and read it using different voices that display different moods. Discuss which type of vocal tone color is most appropriate. Discuss how and when a singer should breathe. Change the tempo of the song, perform, and discuss the effects. Day 3: Read and discuss the text on pg. 46. Introduce medium as it applies to visual art and music. Discuss the pictures of the different mediums and discuss. Play the recording of the "Minuet" and discuss mediums that are applied to music. Read pg. 47 and discuss the composer Maurice Ravel. Partner work: identify mediums used in ten other art examples in the book. Day 4: Read aloud and evaluate the text and painting on pg. 48.  Discuss the mood and the artist's use of color and the term palette. In what ways do the colors change the way a picture is perceived?  Read pg. 49 of the text and listen to two instrumental pieces and evaluate the tone colors used. Discuss the relationship between the artist's palette and the composer's palette. Day 5: Discuss a critique sheet used by a judge from a local music contest. Ask students to identify words and explain the definition of the music terms used on the sheet. Day 6: Listen to a piece by a vocalist or a vocal group and have students fill out the critique using constructive comments as if they were the adjudicator. Discuss the rating system and how they would evaluate the group overall.

Rigor or Level reached on Bloom's Taxonomy: Explain, Analyze, Apply

9/03/13-9/13/13

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

Rigor or Level reached on Bloom’s Taxonomy: Application, Composing

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.

8/19/13-8/30/13-The Grand Staff

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

4/22/13-5/3/12-Harmony

Harmony

Lesson Objective:SWBAT: Create and perform harmony in a song. SWBAT: Experience harmony by learning and performing partner songs. SWBAT: Identify and perform harmony through a canon. SWBAT: Explain and describe the difference between a round and a canon. SWBAT: Differentiate and explain between songs that contain melody with countermelody, partner songs, and rounds.

Essential Skills to be mastered: Students will be able to differentiate between songs that use different types of harmony. Students will perform harmony by using melody with countermelody, partner songs, and rounds. Students will be able to explain the differences and similarities between these types of harmony.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day 1: Read text on pg. 34 and define harmony. Listen to "Top of the World" and focus on melody and countermelody. Have students raise their hand when harmony occurs in the song. Discuss the term unison and define. Day 2: Listen to "Down the Ohio" and Vive L'Amour. Discuss Are the same chords used at the same time in both songs? During the verses? Discuss verse and refrain. Locate in the music. Could a refrain from a different song, C, that could be played with A, also be played with B? Discuss other possible partner songs such as "My Home is in Montana" and "On Top of Old Smoky" from the 5th grade book.  Day 3: Read the text on pg. 38 and define canon. Listen to "Catch a Falling Star" and develop conversations about how the canon begins, ends, and when groups enter. Listen to an instrumental example (Symphony No. 1 in D Major-Gustav Mahler) of a canon. Have them listen for a famous tune and discuss imitation. Day 4: Read the text on page 40 and define a round. Determine the difference between a round and a canon. Listen to a three-part round "Yibane Amenu" and perform. Listen and perform a five-part round "Sing to the Lord" and focus on dividing into groups and keeping part independence. What are the challenges of singing so many parts? What is easy about singing a round? Review songs that contain Melody with Countermelody, Partner Songs, and a Round. Day 5: Listening Assessment: What do you Hear? Number 3

Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluation, Comprehension

Written Assessment:

In a paragraph explain the difference between harmony and unison. Provide two examples either from class or a song that you know and can describe. Pretend you are writing to someone who has never heard of these two concepts.

In a paragraph describe at least three ways to create harmony using examples from class such as a round, melody with countermelody, and partner songs. Pretend that you are explaining this concept to someone who has never heard of harmony before.

Note Values-4/8/13-4/19/13

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

Rigor or Level reached on Bloom’s Taxonomy: Application, Composing

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.

03/25/13-4/04/13-Grand Staff

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

Vocal Tone Color-03/04/13-03/08/13

Vocal Tone Color

Lesson Objectives: SWBAT identify and classify vocal range. SWBAT define and describe tone color of their voice and others. SWBAT describe the relationship between style and vocal tone color. SWBAT recognize and compare/contrast different media in music. SWBAT describe the relationship between a work of art and its medium.

 Essential Skills to be Mastered: Students will be able to identify and describe tone color of voices. Students will be able to describe relationships that occur between styles of music and vocal tone color. Students will be able to compare and contrast different types of media in music and visual arts. Students will be able to recognize the effect that mood has on the tone color of the voice.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day1: Round the room activity: Students will say the same phrase and we will determine who has the low, medium, or high sound. Read the text on pg. 42  and discuss tone color and range. Listen to the song "Little Wheel A Turnin" and listen for soprano, alto, tenor, and baritone voices. Day 2: Brainstorm verbal descriptors of various voice qualities such as bright, nasal, and raspy. Read the text on the top of pg. 43 and discuss mood. How are mood and tone color related? Read the first phrase aloud and read it using different voices that display different moods. Discuss which type of vocal tone color is most appropriate. Discuss how and when a singer should breathe. Change the tempo of the song, perform, and discuss the effects. Day 3: Read and discuss the text on pg. 46. Introduce medium as it applies to visual art and music. Discuss the pictures of the different mediums and discuss. Play the recording of the "Minuet" and discuss mediums that are applied to music. Read pg. 47 and discuss the composer Maurice Ravel. Partner work: identify mediums used in ten other art examples in the book. Day 4: Read aloud and evaluate the text and painting on pg. 48.  Discuss the mood and the artist's use of color and the term palette. In what ways do the colors change the way a picture is perceived?  Read pg. 49 of the text and listen to two instrumental pieces and evaluate the tone colors used. Discuss the relationship between the artist's palette and the composer's palette.

Rigor or Level reached on Bloom's Taxonomy: Explain, Analyze

2/20/13-03/04/13-Harmony

Harmony

Lesson Objective:SWBAT: Create and perform harmony in a song. SWBAT: Experience harmony by learning and performing partner songs. SWBAT: Identify and perform harmony through a canon. SWBAT: Explain and describe the difference between a round and a canon. SWBAT: Differentiate and explain between songs that contain melody with countermelody, partner songs, and rounds.

Essential Skills to be mastered: Students will be able to differentiate between songs that use different types of harmony. Students will perform harmony by using melody with countermelody, partner songs, and rounds. Students will be able to explain the differences and similarities between these types of harmony.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day 1: Read text on pg. 34 and define harmony. Listen to "Top of the World" and focus on melody and countermelody. Have students raise their hand when harmony occurs in the song. Discuss the term unison and define. Day 2: Listen to "Down the Ohio" and Vive L'Amour. Discuss Are the same chords used at the same time in both songs? During the verses? Discuss verse and refrain. Locate in the music. Could a refrain from a different song, C, that could be played with A, also be played with B? Discuss other possible partner songs such as "My Home is in Montana" and "On Top of Old Smoky" from the 5th grade book.  Day 3: Read the text on pg. 38 and define canon. Listen to "Catch a Falling Star" and develop conversations about how the canon begins, ends, and when groups enter. Listen to an instrumental example (Symphony No. 1 in D Major-Gustav Mahler) of a canon. Have them listen for a famous tune and discuss imitation. Day 4: Read the text on page 40 and define a round. Determine the difference between a round and a canon. Listen to a three-part round "Yibane Amenu" and perform. Listen and perform a five-part round "Sing to the Lord" and focus on dividing into groups and keeping part independence. What are the challenges of singing so many parts? What is easy about singing a round? Review songs that contain Melody with Countermelody, Partner Songs, and a Round. Day 5: Listening Assessment: What do you Hear? Number 3

Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluation, Comprehension

Written Assessment:

In a paragraph explain the difference between harmony and unison. Provide two examples either from class or a song that you know and can describe. Pretend you are writing to someone who has never heard of these two concepts.

In a paragraph describe at least three ways to create harmony using examples from class such as a round, melody with countermelody, and partner songs. Pretend that you are explaining this concept to someone who has never heard of harmony before.

02/07/13-02/19/13-Steps, Leaps, and Repetition

Music Fundamentals

Lesson Objective: SWBAT: Listen and identify melodies that are ascending or descending. SWBAT: Determine between indefinite and definite pitch. SWBAT: Identify and recognize steps, leaps, and repeats. SWBAT: Recognize the difference between a phrase end and a cadence. SWBAT: Understand how the contour of a melody can be used to emphasize lyrics. SWBAT: Recognize and describe the difference between repetition and contrast.

Essential Skill to be mastered: Students will be able to listen to a melody and determine the direction-either up or down. Students will be able to listen to a melody and recognize steps, leaps, and repeats-also locate them in music. Students will be able to state differences in phrase endings and cadences. Students will be able to discuss composer techniques such as contour and repetition to emphasize lyrics. Students will be able to discuss and describe the techniques of repetition and contrast as used by a composer. Students will be able to draw the contour of a melodic line.

I can statement: I can locate and identify steps and leaps. I can determine the contour of a melody. I can identify and discuss techniques that composers use to emphasize lyrics. I can identify and discuss cadences and phrases used in a song. I can determine repetition and contrast as used by a composer.

IPI level: Teacher led instruction, Student work with teacher engaged

Teacher Strategy Utilized: Day 1: Ear training pretest to check the students ability to recognize notes and melodies that move up or down. Students will listen to the c.d. and circle the correct responses. Students will look at the text on page 24-25, read the text, and locate the steps and leaps in the song "Annie Lee." Students will discuss definite and indefinite pitch. What instruments use definite pitch? How do you know? What instruments use indefinite pitch? How do you know? Small group activity to list instruments from each category. Day 2: Discuss tonal center with attention to cadence. Discuss phrase. How are the endings of a phrase and cadence different? Listen to "The Butterfly" and look for color coded endings. Day 3: Discuss contour-cross curricular definitions. Draw the contour while listening to a symphony and "Jesu, Joy of Mans Desiring." Discuss imagery. Locate examples in the text and find examples 1, 2, and 3 in the book. Day 4: Discuss extending a melody in the song "Tea for Two" and other forms of extension. How do contrast and repetition extend a melody? Discuss sequence. Find examples in other songs in the book. Day 5: Count the number of times (repetition) of the phrase "on the road again" occurs in the song. Is section B of the song different from section A? Why? How does the songwriter make this section contrast with section A? Day 6:Review and Written Assessment Day 7: Listening Assessment-What do you Hear? Number 2 and Assessment 1-Leap, Step, and Contour-Music Notation Examples

Rigor or Level reached on Bloom's Taxonomy: Analyze, Evaluate


Written Assessment
Day 1:

1. What is a step in music?

2. What is a leap in music?

3. What is the difference between a step and a leap? How do you determine what you are hearing?

Day 2:

1. What is a phrase?

2. What is a cadence?

3. Describe a leap.

4. Describe a step.

Day 3:

1. What is meant by repetition in music?

2. What is contrast? Provide an example.

3. What is meant by contour?

Day 4:

1. Describe the contour of a city skyline. How does that relate to music?

2. What type of contour would you expect from a song that utilizes leaps.

Day 5:

1. Describe the contour of a melody that contains several leaps.

2. Describe the contour of a melody that contains several steps.

3. Describe the contour of a melody that contains repetition.

Day 6:

1. Define the following words and use the glossary if necessary:

Contour

Repetition

Contrast

Phrase

Cadence

Step

Leap

Day 7:

Sequence

Pitch

Tonal Center

Use the glossary in the book.

Day 8:

1. In the school where would you find a place that uses  contour?

2. Where would you find a place that uses repetition?

3.Where do we find sequence in our music?

Day 9:

1. Describe the difference between steps and leaps.

2. What do you expect to hear when you are listening for contrast in a piece of music?

3. How does a musician play a sequence on a piano?

4. At what points in the music do we expect to hear a cadence?

5. Why is it important to know the tonal center of a piece of music?

6. What type of sound is associated with repetition?

1/22/13-2/05/13-Note Values

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

Rigor or Level reached on Bloom’s Taxonomy: Application, Composing

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.

1/04/13-1/17/13-Grand Staff

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis